Bilingual Verbal Ability Tests

Munoz-Sandoval, Ana F.; Cummins, Jim; Alvarado, Criselda G.; Ruef, Mary L.

doi:10.1037/t05606-000

Cited by 40 publications

(63 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to use both exposure and use as predictors of English-language proficiency in subsequent analyses, a combination of these variables named "English exposure" and "use" was used. 5 Descriptions of the scores and interpretations of the Bilingual Verbal Ability Tests are based on information provided by the BVAT Comprehensive Manual (Muñoz-Sandoval et al, 1998). The average standard score for students in the sample was 71.28, which would be equivalent to a percentile rank of 2.…”

Section: Resultsmentioning

confidence: 99%

“…Scores on the Bilingual Verbal Ability Tests (BVAT) (Muñoz-Sandoval et al, 1998) provide estimates of the student's cognitive-academic language proficiency in English. It consists of three subtests: picture vocabulary, oral vocabulary, and verbal analogies.…”

Section: Language Assessmentmentioning

confidence: 99%

“…Interrater reliability estimates for the coding of student and parent interviews, as measured by a weighted Cohen's Kappa statistic of agreement, have averaged 0.80 and 0.75 respectively. 3 The language measures were derived from: (a) a communication questionnaire that was developed to be incorporated in the larger LISA study and administered during the 2nd year interviews (Spring 1999); and (b) the Bilingual Verbal Ability Tests (Muñoz-Sandoval et al, 1998), a standardized test that was administered during the 3rd year of the study (Spring 2000).…”

Section: Data Collectionmentioning

confidence: 99%

“…Cummins (1984) formalized a PÁEZ distinction between two types of language proficiency: basic interpersonal communication skills (BICS) and cognitive-academic language proficiency (CALP). This distinction is validated by research that has shown differences in the length of time required for attaining these skills (August & Shanahan, 2006;Muñoz-Sandoval, Cummins, Alvarado, & Ruef, 1998). Several large-scale studies have reported that at least 5 years is typically required for English language learners to attain grade norms on academic aspects of English proficiency (Collier, 1987;Cummins, 1981;Klesmer, 1994).…”

mentioning

confidence: 90%

See 3 more Smart Citations

Predictors of English-Language Proficiency Among Immigrant Youth

Páez

2009

Bilingual Research Journal

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Section: Language Assessmentmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

mentioning

confidence: 90%

See 2 more Smart Citations

Predictors of English-Language Proficiency Among Immigrant Youth

Páez

2009

Bilingual Research Journal

View full text Add to dashboard Cite

“…Para la evaluación de esta competencia se recomienda el uso de instrumentos cualitativos (p.e., entrevistas) conjuntamente con pruebas formales que permitan identificar la capacidad lingüística alcanzada por el estudiante para desarrollar pensamientos abstractos y realizar tareas académicas (Cummins, 1994). Un ejemplo de este tipo de instrumentos y del que se dispone de traducción al español es el Bilingual Verbal Ability Tests (BVAT) (Muñoz-Sandoval, Cummins, Alvarado, y Ruef, 1998).…”

Section: Obstáculos Y Sesgos En La Evaluación Psicopedagógica Del Aluunclassified

La evaluación psicopedagógica del alumnado cultural y lingüísticamente diverso: un estudio exploratorio sobre las prácticas de los orientadores

Pérez

Rosquete

2017

Rev. Complut. Educ

View full text Add to dashboard Cite

Resumen. Consecuencia de los flujos migratorios que se han producido en la última década en gran parte de los países, las políticas educativas europeas han mostrado un creciente interés y preocupación por la respuesta educativa que recibe el alumnado cultural y lingüísticamente diverso (CLD). Al respecto, diversos informes y estudios han destacado la sobreidentificación del alumnado CLD en aulas de Educación Especial. Ello ha contribuido a cuestionar la validez de las prácticas diagnósticas, y de sus instrumentos, cuando se tiene que identificar las Necesidades Específicas de Apoyo Educativo (NEAE) de algún estudiante CLD. En España se desconocen estudios que hayan indagado sobre las prácticas diagnósticas con estos estudiantes. La principal finalidad de este estudio fue explorar las prácticas de evaluación psicopedagógica que llevan a cabo los/as orientadores/as escolares cuando tienen que identificar las NEAE del alumnado CLD escolarizados en centros de Educación Primaria y Secundaria. La muestra estuvo formada por 64 orientadores/as, pertenecientes a 13 Equipos Psicopedagógicos de Tenerife, que trabajan en centros con alumnado CLD. Se diseñó un cuestionario ad hoc formado por 21 preguntas, agrupadas en cuatro dimensiones: I) Variables socio demográficas y experiencia profesional, II) Factores de la Evaluación psicopedagógica, III) Selección y uso de instrumentos diagnóstico y, IV) Evaluación de la competencia lingüística y el uso de intérpretes. A pesar de no existir en nuestro país instrucciones específicas sobre cómo evaluar al alumnado CLD, los resultados reflejaron que estos profesionales tienen en cuenta factores diferenciales cuando realizan esta evaluación, en especial los relacionados con el nivel de aculturación del estudiante. Se encontraron diferencias en el uso de instrumentos diagnósticos en función de que el alumno/a domine o no el español, aunque menos de la mitad recurrió a interpretes para evaluar al alumnado sin dominio del español. Palabras clave: Alumno extranjero; diagnóstico; evaluación; orientador; educación especial.[en] The assessment of cultural psychology and linguistically diverse students: an exploratory study on the practices of counselors Abstract. Owing to the migration flows that have occurred in the last decade in many countries, European education policies have shown a growing concern for how educational institutions respond to culturally and linguistically diverse (CLD) students. In this regard, various reports and studies have highlighted the over-identification of CLD students in special education classrooms. This has contributed to questioning the validity of diagnostic practices and their instruments in identifying the specific educational needs of a CLD student. In Spain no published studies are available about these diagnostic practices used by professionals. The main purpose of this study was to explore the psychological assessment practices of school counsellors when they have to identify the needs of CLD pupils in primary and secondary education. The sample consist...

show abstract

Bilingual Assessment

Lakshmanan

2013

The Companion to Language Assessment

View full text Add to dashboard Cite

This chapter focuses on issues central to bilingual assessment. It sets the stage by highlighting the complexities involved in the definition and classification of bilingualism and the need for appropriate bilingual assessment practices in research, educational, and clinical settings. Next, the chapter analyzes the weaknesses of traditional approaches to bilingual assessment. Historically, the assessment of bilingual children and adults has tended to follow monolingual norms, which stems from a fractional view of the bilingual. The monolingual bias is still in evidence today, as bilinguals tend to be assessed only in one language (often the L2). Furthermore, standardized tests, which entail discrete item testing of single measures (e.g., vocabulary and grammar), rather than the use of language for authentic communication, have commonly been used in educational and clinical settings. A problem with standardized testing is that the norming is typically based upon a monolingual native speaker population. A challenge facing researchers, educationists, and clinicians when assessing bilinguals is how not to underestimate or overestimate the bilingual individual's linguistic abilities. Recent (and current) research on bilingual assessment, based upon a more holistic view of bilingualism, has paved the way for the development of nonbiased approaches to bilingual assessment. These recent developments emphasize assessing bilinguals in each of their two languages, adaptation (of standardized tests) to local norms (rather than literal translation), the use of less formal alternatives (e.g., dynamic assessment, language samples analysis), as well as the use of language general measures (e.g., processing capacity). The chapter examines the change in perspective underlying current conceptualizations of bilingual assessment, and presents highlights of current research in the field. The article concludes with a consideration of the challenges involved in the implementation of nonbiased and less formal alternatives to bilingual assessment and the future initiatives necessary to meet these challenges.

show abstract

Bilingual Verbal Ability Tests

Cited by 40 publications

References 0 publications

Predictors of English-Language Proficiency Among Immigrant Youth

Predictors of English-Language Proficiency Among Immigrant Youth

La evaluación psicopedagógica del alumnado cultural y lingüísticamente diverso: un estudio exploratorio sobre las prácticas de los orientadores

Bilingual Assessment

Contact Info

Product

Resources

About